Yara Khartash Yara Khartash

Vocabulary about Health Problems
upper-intermediate level


In this lesson, I will present the TL by eliciting and flashcards. Students will practice and produce the language via different written exercises and speaking activitiesactivities.


Main Aims

  • To provide clarification and practice of ilnesses in the context of sympathy and advice

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of illnesses


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Students talk about the common illnesses that happens with them. Teacher passes 2 sets of word cards with a total of 12 cards. Each card has a part of the phrases. Each student will get a card then find and sit next to a partner whose card matches his/her card.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Teacher shows pictures of people with different diseases. T elicits the body part that has been hurt and the kind of injury. Students write the target language beneath the pictures. T erases the target language and drills it. Students then change their partner if there are any mistake. Students work in pairs to read the conversations on p. 34 and decide what is wrong with each conversation.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Students work in pairs to complete the friends' final sentences with the suitable advice. T reminds the students of the use of should.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Students listen to the recording and see if the advice is close to theirs. Then, they have a discussion whether they tried the treatments and whether they are helpful.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students work individually to mark the sentences S or U, according to being sympathetic or not. They do peer-checking after that. Students then listen to the recording and try to copy the stress to show sympathy.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Students work in pairs taking turns to read the problems on p. 138 and act sympathetically or unsympathetically to their partner.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T divides the students into 2 groups. Students work in their groups to create situations of bad health. Each group reacts sympathetically and tries to give advice.

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